Thinking Foundation - Thinking Schools

Thinking Schools

Thinking Schools Overview
A Thinking Foundation focus is on Thinking Schools. See Art Costa's chapter in the edition of Education Leadership on thinking as a foundation for schools.

Thinking Schools Criteria
The following Thinking School Criteria is adapted from Robert Burden at Exeter University Centre for Cognition.

Background
The criteria for the evaluation and accreditation of ‘Thinking Schools’ have been derived from a number of sources. They begin from a social-interactionist perspective which itself is grounded within socio-cultural theory (see Williams and Burden (1977) Psychology for Language Teachers, Cambridge University Press). This perspective proposes that all learning occurs as a result of the dynamic interaction between expert mediators, novice learners, learning tasks/activities and the contexts within which these processes take place. Within the sphere of education this generally translates into teachers, pupils/students, aspects of the curriculum, classrooms within schools and the whole school environment.

Thus, to understand whether a school is functioning as a thinking school, it is necessary to identify the level of commitment and expertise that teachers within the school are displaying in facilitating the thinking skills and strategies of the broad range of students by means of a wide range of thinking program and techniques. It is important to note the reactions of the students to this input in terms of their pleasure in learning, their sense of autonomy as independent learners and their reflective, caring behavior, as well as their improved academic learning outcomes. It is important also to record the whole school ethos and overall commitment to cognitive education as a central means of achieving these outcomes. As in many schools this may represent an aspect of innovative practice, further reference in drawing up these criteria has been made also to the vast literature on school improvement and systems change.

Teaching Drama Magazine
Spring Term 1 2008/09
Richard Coe explores how to employ thinking skills in your school and to work towards achieving thinking-school accreditation in a Teaching Drama feature article.
“A thinking school is a learning community in which all members share a common language; where thinking strategies and tools are used across the curriculum where all students are developing and demonstrating independent and cooperative learning skills.”
Read the article

Criteria of a Thinking School
In meeting the following fourteen criteria, a school can justifiably consider itself a ‘Centre of Excellence’ with respect to cognitive education and will warrant recognition by Exeter University’s CEC as a ‘thinking school’. However, it should be understood that some criteria are more heavily ‘weighted’ than others and the size of a school may also influence the degree to which some criterion are met. Each criteria is accompanied by a brief suggestion (in italics) of the kind of evidence that would demonstrate that criteria are being or have been met.

Senior Management and Whole School Commitment
1. The school’s Principal has made a formal commitment to cognitive education as a means of school improvement in terms of the school’s development plans (i.e. to staff, parents and governors).

Printed evidence may take the form of printed documentation to this effect in literature made available to the wider community, and/or recorded reports to governors and parents e.g. in the school prospectus.

2. This commitment to cognitive education has as the explicit support of the school’s governors.

Printed evidence may take the form of minutes of governors’ meetings and/or a statement of support from the Chair of Governors.

3*. A member of staff with high formal status has been given the role of Cognitive Education Co-ordinator, to organize and oversee the implementation of the cognitive education development agenda.

Details will be needed of this person’s background, training and experience in providing cognitive education and their position within the school’s management structure.

4*. There is a staff subgroup/task force committed to the ideals of cognitive education to support the Cognitive Education Co-ordinator and help keep the development process alive and vibrant.

Details will be needed of the staff involved and their positions within the school, together with details of any meetings and action taken by the staff sub-group.

5. The majority of school staff (including support staff) demonstrate an understanding of what is meant by cognitive education and a commitment to it as one of the school’s main aims.

Evidence will be needed in the form of representative samples of work carried out across a range of classes. This will be followed up by the means of interviews/discussions with a random sample of staff during the Consultant/Evaluator’s visit.

* These requirements may vary to some extent according to the size of the school.

Implementation
6. A wide range of ‘thinking skills’ program and resources have been analyzed and incorporated into various aspects of the school curriculum as appropriate.

Evidence will be needed of an audit of two or more analyzed programs/sets of resources, and details provided of how those selected are being incorporated into the curriculum.

7. There is an Action Plan by which thinking skills and strategies will be/or have been introduced and taught across the school, both independently and as an integrated aspect of curriculum subjects.

Evidence will be needed of the Action Plan and how it is being implemented.

Training
8. The Cognitive Education Co-ordinator will have received appropriate training in the theory, application and assessment of cognitive education.

Details will be needed of initial and ongoing training received by the Cognitive Education Co-ordinator.

9. There is an ongoing training programme in place which ensures access to a range of cognitive skills, strategies and resources for established and newly appointed staff.

Evidence may entail documented reports of in-house or external training received by staff.

Assessment
10. Alternative and/or complementary forms of assessment (including pupil self-assessment) have been explored and implemented to reflect alternative cognitive approaches to learning.

Evidence may entail examples of assessment techniques designed to reflect wider aspects of cognitive development e.g. Learning Self Concept.

Outcomes
11. There is evidence in the learning outcomes, attitudes and behaviour of the pupils to indicate that they are operating as thoughtful, responsible learners who are able to articulate how and why thinking skills and strategies are an important aspect of all that occurs in their school

Evidence should take a number of forms including: examples of student work, reflective essays, indicators of improved student interest in work, changes in attitude, enjoyment and confidence in learning, good attendance records, impact on exam results. This will be complemented by informal interviews with random pupils during the Consultant/Evaluator’s visit to the school.

Evaluation of Programs
12. There is a constant review of the strengths and weaknesses of the range of cognitive resources employed, with specific reference to their effects on student metacognition and transfer of skills and strategies.

Evidence will include decisions taken to adopt a wide range of cognitive resources, abandoning some, targeting specific use of others and searching for evidence of effectiveness.

13. There are regular opportunities for staff to discuss the process of cognitive education and how it can be maintained and improved.

Evidence of any staff discussions and action taken will be needed.

School Ethos
14. The school conveys a positive, caring and creative atmosphere to students, staff and visitors, demonstrating that careful thought has been put into its organisational structure and visual presentation.

Evidence should include displays of pupils’ work representing examples of how specific thinking skills or strategies have been employed. Other evidence might include photographs, reminders in posters and other displays of the importance and application of different kinds of thinking.




	Thinking Schools Thinking Schools Overview A Thinking Foundation focus is on Thinking Schools. See Art Costa's chapter in the edition of Education Leadership on thinking as a foundation for schools. Thinking Schools Criteria The following Thinking School Criteria is adapted from Robert Burden at Exeter University Centre for Cognition. Background The criteria for the evaluation and accreditation of ‘Thinking Schools’ have been derived from a number of sources. They begin from a social-interactionist perspective which itself is grounded within socio-cultural theory (see Williams and Burden (1977) Psychology for Language Teachers, Cambridge University Press). This perspective proposes that all learning occurs as a result of the dynamic interaction between expert mediators, novice learners, learning tasks/activities and the contexts within which these processes take place. Within the sphere of education this generally translates into teachers, pupils/students, aspects of the curriculum, classrooms within schools and the whole school environment. Thus, to understand whether a school is functioning as a thinking school, it is necessary to identify the level of commitment and expertise that teachers within the school are displaying in facilitating the thinking skills and strategies of the broad range of students by means of a wide range of thinking program and techniques. It is important to note the reactions of the students to this input in terms of their pleasure in learning, their sense of autonomy as independent learners and their reflective, caring behavior, as well as their improved academic learning outcomes. It is important also to record the whole school ethos and overall commitment to cognitive education as a central means of achieving these outcomes. As in many schools this may represent an aspect of innovative practice, further reference in drawing up these criteria has been made also to the vast literature on school improvement and systems change. Teaching Drama Magazine Spring Term 1 2008/09 Richard Coe explores how to employ thinking skills in your school and to work towards achieving thinking-school accreditation in a Teaching Drama feature article. “A thinking school is a learning community in which all members share a common language; where thinking strategies and tools are used across the curriculum where all students are developing and demonstrating independent and cooperative learning skills.” Read the article Criteria of a Thinking School In meeting the following fourteen criteria, a school can justifiably consider itself a ‘Centre of Excellence’ with respect to cognitive education and will warrant recognition by Exeter University’s CEC as a ‘thinking school’. However, it should be understood that some criteria are more heavily ‘weighted’ than others and the size of a school may also influence the degree to which some criterion are met. Each criteria is accompanied by a brief suggestion (in italics) of the kind of evidence that would demonstrate that criteria are being or have been met. Senior Management and Whole School Commitment 1. The school’s Principal has made a formal commitment to cognitive education as a means of school improvement in terms of the school’s development plans (i.e. to staff, parents and governors). Printed evidence may take the form of printed documentation to this effect in literature made available to the wider community, and/or recorded reports to governors and parents e.g. in the school prospectus. 2. This commitment to cognitive education has as the explicit support of the school’s governors. Printed evidence may take the form of minutes of governors’ meetings and/or a statement of support from the Chair of Governors. 3. A member of staff with high formal status has been given the role of Cognitive Education Co-ordinator, to organize and oversee the implementation of the cognitive education development agenda. Details will be needed of this person’s background, training and experience in providing cognitive education and their position within the school’s management structure.* 4. There is a staff subgroup/task force committed to the ideals of cognitive education to support the Cognitive Education Co-ordinator and help keep the development process alive and vibrant. Details will be needed of the staff involved and their positions within the school, together with details of any meetings and action taken by the staff sub-group.* 5. The majority of school staff (including support staff) demonstrate an understanding of what is meant by cognitive education and a commitment to it as one of the school’s main aims. Evidence will be needed in the form of representative samples of work carried out across a range of classes. This will be followed up by the means of interviews/discussions with a random sample of staff during the Consultant/Evaluator’s visit. * These requirements may vary to some extent according to the size of the school. Implementation 6. A wide range of ‘thinking skills’ program and resources have been analyzed and incorporated into various aspects of the school curriculum as appropriate. Evidence will be needed of an audit of two or more analyzed programs/sets of resources, and details provided of how those selected are being incorporated into the curriculum. 7. There is an Action Plan by which thinking skills and strategies will be/or have been introduced and taught across the school, both independently and as an integrated aspect of curriculum subjects. Evidence will be needed of the Action Plan and how it is being implemented. Training 8. The Cognitive Education Co-ordinator will have received appropriate training in the theory, application and assessment of cognitive education. Details will be needed of initial and ongoing training received by the Cognitive Education Co-ordinator. 9. There is an ongoing training programme in place which ensures access to a range of cognitive skills, strategies and resources for established and newly appointed staff. Evidence may entail documented reports of in-house or external training received by staff. Assessment 10. Alternative and/or complementary forms of assessment (including pupil self-assessment) have been explored and implemented to reflect alternative cognitive approaches to learning. Evidence may entail examples of assessment techniques designed to reflect wider aspects of cognitive development e.g. Learning Self Concept. Outcomes 11. There is evidence in the learning outcomes, attitudes and behaviour of the pupils to indicate that they are operating as thoughtful, responsible learners who are able to articulate how and why thinking skills and strategies are an important aspect of all that occurs in their school Evidence should take a number of forms including: examples of student work, reflective essays, indicators of improved student interest in work, changes in attitude, enjoyment and confidence in learning, good attendance records, impact on exam results. This will be complemented by informal interviews with random pupils during the Consultant/Evaluator’s visit to the school. Evaluation of Programs 12. There is a constant review of the strengths and weaknesses of the range of cognitive resources employed, with specific reference to their effects on student metacognition and transfer of skills and strategies. Evidence will include decisions taken to adopt a wide range of cognitive resources, abandoning some, targeting specific use of others and searching for evidence of effectiveness. 13. There are regular opportunities for staff to discuss the process of cognitive education and how it can be maintained and improved. Evidence of any staff discussions and action taken will be needed. School Ethos 14. The school conveys a positive, caring and creative atmosphere to students, staff and visitors, demonstrating that careful thought has been put into its organisational structure and visual presentation. Evidence should include displays of pupils’ work representing examples of how specific thinking skills or strategies have been employed. Other evidence might include photographs, reminders in posters and other displays of the importance and application of different kinds of thinking. Copyright: RHB